Journal article

Tracking the evolution of orthographic expectancies over building visual experience

Signy Wegener, Hua-Chen Wang, Kate Nation, Anne Castles

Journal of Experimental Child Psychology | ELSEVIER SCIENCE INC | Published : 2020


Literate children can generate expectations about the spellings of newly learned words that they have not yet seen in print. These initial spelling expectations, or orthographic skeletons, have previously been observed at the first orthographic exposure to known spoken words. Here, we asked what happens to the orthographic skeleton over repeated visual exposures. Children in Grade 4 (N = 38) were taught the pronunciations and meanings of one set of 16 novel words, whereas another set were untrained. Spellings of half the items were predictable from their phonology (e.g., nesh), whereas the other half were less predictable (e.g., koyb). Trained and untrained items were subsequently shown in p..

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Awarded by Australian Research Council

Awarded by Economic and Social Research Council

Funding Acknowledgements

This work was supported by grants from the Australian Research Council (DP150100149) and the Economic and Social Research Council (ES/M009998/1) to A.C. and K.N. and by an Australian Government Research Training Program Scholarship to S.W.